| Term:
Spring, 2009
TR 4:10-6:00, 34-228 Office: 47-35G, tel. 756-2636 Office Hours: T 1-2; W 1-3; Th 2-3; and by appt. |
 |
Dr. Debora
B. Schwartz
http://www.calpoly.edu/~dschwart English Department Office: 756-2597 e-mail: dschwart@calpoly.edu |
 Calendar
of Assignments
NOTE: the on-line calendar is authoritative (not any print-out you make). Assignments may change; check online before preparing for class to ensure you know the correct assignment. |
Dr. Schwartz's Guide to Research Tools Guided Research Exercises: |
Site Navigation |
Graded Work:
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Course
Description and Objectives:
ENGL
512 is designed to introduce the vernacular-language literature
of the British Middle Ages -- the foundation upon which modern English
literature stands. In addition to presenting a number of important medieval
authors and works, this course will familiarize you with medieval attitudes
toward authorship and textuality, with medieval modes of textual production,
transmission and reception, and with specific textual practices relevant
to the interpretation of medieval literature. By the end of the quarter,
you will have read all medieval works on the MA exam reading list.
You will be familiar with the most significant English-language authors
and works of the 8th to 15th centuries and have an understanding of the
historical development of vernacular English literature during that period.
You will be able to identify and distinguish between the most significant
medieval literary genres. You will have gained an understanding of how
medieval literature differs from modern literature (and from modern notions
of what literature
is): e.g. the differences between manuscript
and print cultures; the tension between Latin and the vernacular languages;
the emphasis on literature as an on-going process rather than an end product,
and thus the inappropriateness of modern notions of "originality" or "intellectual
property" in the medieval context.
Readings have been chosen as examples of the major literary genres practiced in the Middle Ages, to illustrate key themes, or to showcase individual authors. Course covers all works on MA Exam Reading List. All readings except selected passages from the Canterbury Tales are read in modern translations. Students will explore a topic in-depth in an oral presentation and final research paper.
Other goals of the course: to convince you that medieval literature is neither boring nor inaccessibly difficult; that it is not only interesting but fun to read; and that knowledge of medieval traditions provides a useful context for understanding the subsequent development of literature in English.
 Required
Texts: |
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Communication:
You
are expected to have an email account and to check it regularly.
Important announcements will be sent over the class email
alias: engl-0512-01-2094@calpoly.edu
. The class email alias is automatically generated using the email
address of each enrolled student found in the Cal Poly Directory server.
If your Cal Poly email account is NOT your preferred email address, you
must
You are also expected to facilitate collaboration
with your classmates by submitting regular research
progress reports and records of works ordered via LINK+
or ILL to
the class research archive, located in a Blackboard
"Discussion Board." To access Blackboard, log in at MyCalpoly,
go to "Blackboard Access" and select "ENGL 512" from the classes you are
taking; then click on "Discussion Board" and link to the "forum" for the
research topic you are interested in. There will be a "forum" for
each author/text. Keep a copy of your research reports in case of
technological glitches. Be sure to check after each posting to verify that
your submissions have made it into the archive. If you have trouble
posting to the archive, contact the Help Desk (756-7000) and let me know
at our next class meeting. Your complete set of Research
Progress Reports will factor into the participation
component of your final course grade.
Attendance
Policy: Due to the twice-weekly seminar format, any absence
causes you to miss a substantial chunk of material. Regular and punctual
attendance is required. Please note that EVERY absence will
affect the
participation component of your
final
course grade.
Each
student starts out with a 4.0 for attendance. This component of your
final grade drops by .3 for the first UNEXCUSED absence; the penalty
increases by .1 for each subsequent unexcused absence (from A [4.0] to
A- [3.7] to B+ [3.3], to B- [2.8], etc.). Additionally, it drops
.1 for the first EXCUSED absence (4.0 to 3.9) and .2 for the second
excused absence (3.9 to 3.7). Excused absences in excess of
two (a full week, 10% of the class) count the same as unexcused
absences.
Please note that only absences resulting from illness, a family emergency, or circumstances truly beyond your control count as excused. Absences taken for personal convenience are a matter of choice rather than necessity; they will be recorded as unexcused. Please note that deadlines for other courses, work conflicts and job interviews are NOT valid reasons for missing class.
FOR ANY ABSENCE TO BE EXCUSED, YOU MUST SUBMIT A SIGNED, WRITTEN NOTE
with course number, date missed and an explanation of the circumstances
leading to your absence. (Although I do appreciate your courtesy
in letting me know why you have missed a class, an Email or a phone message
will not suffice; a written statement with your signature
is required for an absence to be excused.)
1) A survey of this nature covers a lot of ground, and can be frustrating at times. The material is complex and challenging, the pace brisk. Invariably, there will be topics/authors that you find hard to grasp or simply don't enjoy. When this occurs, please keep in mind that you are not expected to master ANY of the material presented to the same degree as in a seminar with a narrower focus. This reminder does NOT mean that you do not need to read carefully. It DOES mean that you should not torture yourself if the details of a given text prove difficult to grasp. We are looking for the broad picture, not the close-up; the idea is to provide you with a sense of the way in which English literature -- and English perceptions of what literature is -- evolved during the course of the Middle Ages. Readings will be considered as cultural artifacts, contextual evidence reflecting the "world view" of the author and period.
2) Because literary production in the Middle Ages was largely controlled by the (Catholic) Church, many of the readings deal with Christian themes. We will approach these readings as cultural artifacts rather than as articles of faith, attempting to understand the society which produced them and the world view which they represent. While students familiar with portions of the Old and New Testaments will find this background useful, no prior knowledge of Judeo-Christian tradition is assumed or required. If something puzzles you, try the following (in this order!): a) check the footnotes and/or introduction to see if an explanation is provided; b) consult a dictionary or encyclopedia; and c) ask about it in class or office hours. (Chances are, someone else is just as puzzled as you!)
3) Due to the time constraints under which we will be working, classes
will focus on interpretation rather than description. Familiarity with
the assigned readings (both background information and primary texts) will
be assumed. Readings will NOT be summarized in class (which ideally should
be more discussion than lecture). For these reasons, the success of the
course depends largely on you. Please make a personal commitment to come
to class regularly, punctually, and prepared. Without thess preconditions,
ENGL 512 will be of little use to you -- and no fun for any of us! SO:
be prepared for an intense quarter. But also remember that I LOVE teaching
this stuff, and expect to have fun!
No prior familiarity with the Middle Ages or medieval literature is presupposed for ENGL 512 -- I will endeavor to give you all the guidance you need for an initial reading of these works. Do the assigned readings conscientously, and you should do fine. But by all means, if you get the jitters, come and see me about it.
ENGL 512 is a reading-intensive course; moreover, you will need to allow more time for these readings than for a similar number of pages in a modern novel. Readings are to be completed BEFORE coming to class on the date assigned. Ideally, introductions and background handouts should be read first, BEFORE plunging into the primary readings; they provide the context within which primary readings will be most meaningful. But if you are short on time, read the primary text first and don't skip class. You can go back and fill in details after class discussion.
The introduction in the Norton Anthology (pp. 1-22) provides an overview of historical developments. The NA also has good headnotes to individual authors and works as well as a useful appendix on "Poetic Forms and Literary Terminology" (pp. A46-A62). Specific introductory pages from other textbooks are assigned on the syllabus. Other background information is provided on handouts and study guides. Please note that this background material is an integral part of the course and will be covered on reading quizzes and exams. When reading primary texts, refer conscientiously to the critical apparatus (footnotes, glossary, etc.).
Study Guides will be provided -- USE THEM!! As a rule, guides will contain a number of general questions based on background information, followed by questions concerning the primary readings. Familiarize yourself with the study questions BEFORE you begin to read, and refer to guide frequently AS you read, jotting down notes as you go along. Upon completing your readings, you are strongly advised to reread the questions and write up a summary of your ideas. This summary will NOT be collected or graded, but will be helpful in preparing for class discussion -- and for exams! Please note that background material is an integral part of the course and will be covered on the midterm. Sample undergraduate quizzes will be provided when available; use them as work sheets (fill them out while reading), to test yourself on background information, and (especially) for exam preparation.
Be prepared to DISCUSS readings in class. Note that length and difficulty
of assignments vary, so look ahead when planning your time. You are responsible
for ALL assigned readings, whether fully discussed or not, and for material
in handouts, lectures and discussions.
-- Research Exercises: found in the third column on the calendar of assignments, this series of exercises ensures that you are familiar with and have in fact used the most important bibliographic research tools in preparing your oral presentation and research paper. Please endeavor to complete the various assignments and submit them to the class research archive by the dates on which they appear on the syllabus. All Research Exercises will be graded for accuracy and completeness; please follow directions! All students should meet with me to discuss possible angles and report any problems they are having with research assignments by the end of week 4 at the latest! Failure to do so will cause an "F" to be averaged into the Research Report component of your final course grade.
-- Oral Presentation: Starting in or after week 3, each student will prepare an oral research presentation to introduce one of the readings. This presentation should briefly summarize what we know about the author, date and manuscript tradition of the reading; describe its genre and form; and suggest a thematic, stylistic or structural approach to the work which you find particularly useful or interesting. As part of this presentation, you may choose (but are not required) to summarize a secondary source which you have found particularly interesting or useful, provided that you keep the focus on the way in which this secondary reading helps us better understand the primary text. On the day of the presentation, you will distribute two written handouts: a pedagogical handout summarizing background information (including any necessary definitions) and outlining the main points in your presentation; and an annotated bibliography of at least 5 items (journal articles, essays in edited collections, single-author books) which you used in researching the presentation. This brief ORAL PRESENTATION (15-20 min. maximum) will be the starting point for class discussion, led jointly by student and professor. You are encouraged (but not required) to develop presentation topic more fully in your research paper. Please note: you are NOT expected to become a world expert on your assigned text; you are merely responsible for helping to introduce it to your classmates! All students should meet with me to discuss possible angles and approaches to their topics by the end of week 4 at the latest! Failure to do so will cause an "F" to be averaged into the Research Report component of your final course grade.
-- Midterm Exam (in class, closed book, on Th 5/21) will consist of factual questions (from introductory materials, handouts and lectures); identification and interpretation of key passages; identification of key characters, themes or objects; a "paper preview" (based on your paper prospectus); and an essay (worth a significant portion of the exam points).
-- Research paper of 15-20 pages, citing at least six secondary sources, normally due at the time of the final oral exercise (or no later than W 6/10). The final research paper is frequently a development of the Oral Presentation, but you are free to write on another work if you prefer. A Paper Prospectus is due as an email attachment no later than 6 PM on Sunday, May 17. NOTE: If an acceptable Prospectus is submitted on time, it will be used solely for feedback to help you write a stronger final research paper. If however no prospectus is submitted or the prospectus does not fulfill the requirements of the assignment, it will be graded and will count for 10% of your final course grade. In that case, the research paper will count for 30% of your final grade. (Failure to submit a prospectus means that 10% of your final course grade = F.)
-- Final Oral Exercise: In lieu of a written final exam, all students will participate in a Final Oral Exercise: a brief summary of his/her final research paper for the other members of the seminar. This (required) final oral exercise normally takes place at Dr. Schwartz's home at a mutually agreed upon time during the week-end preceding or no later than WEDNESDAY of final exam week (6/10). Traditionally, the (required) Final Oral Exercise has been followed by an (optional, but extremely enjoyable) class dinner. For various reasons, I would be unable to host you at my home during the regularly scheduled S09 ENGL 512 Final Exam time (Th 6/11, 7-10 PM). If we are unable to reach a consensus about an alternate late afternoon/early evening time to hold the Final Oral Exercise and class dinner, the Final Oral Exercise will take place in our regular classroom at the scheduled Thursday evening final exam time (without a class dinner).
NOTE: Unless an extension has been arranged in advance, Research
Papers are due, along with the original marked up prospectus,
at the time of the Final Oral Exercise, or no later than WEDNESDAY of final
exam week if we are not having a class dinner.
| 10 % | Attendance, Research Exercises (grade based upon reports submitted to class Research Archive) (Note: Failure to meet with me to discuss your research project by the end of week 4 will result in an F being averaged with the Research Exercises grade.) |
| 20 % | Oral presentation, including Annotated Bibliography and Pedagogical Handout |
| 30 % | Midterm Exam (Note: Failure to participate in the final oral exercise will result in an F being averaged with this grade.) |
| (30 -) 40 % * | Research paper |
| *(0 - possible 10 %) | * If an acceptable Research Paper Prospectus is submitted on time, it will be considered an UNGRADED exercise designed solely to provide feedback to help you write a stronger final research paper. If however the prospectus submitted does not fulfill the requirements of the assignment, it will be graded and will count for 10% of your final course grade. In that case ONLY, the research paper will count for 30% of your final grade. (Note: failure to submit a prospectus will result in 10% of your final course grade = F.) |
Extra Credit is available for memorization of Middle English passages from Chaucer recited in class or at Final Oral Exercise!
Contents of this and linked pages Copyright Debora B. Schwartz, 1999-2009
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